Unsettling Bodies of Knowledge: Walking as a Pedagogy of Affect

Timon Beyes, Chris Steyaert*

*Corresponding author for this work

Research output: Contribution to journalJournal articleResearchpeer-review


In this article, we connect with recent attempts to rethink management learning as an embodied and affective process and we propose walking as a significant learning practice of a pedagogy of affect. Walking enables a postdualist view on learning and education. Based on course work focused on urban ethnography, we discuss walking as affect-pedagogical practice through the intertwined activities of straying, drifting and witnessing, and we reflect upon the implications for a pedagogy of affect. In conclusion, we speculate about the potential of a pedagogy of affect for future understandings and practices of management learning.
Original languageEnglish
JournalManagement Learning
Issue number2
Pages (from-to)224-242
Number of pages19
Publication statusPublished - Apr 2021

Bibliographical note

Published online: December 22, 2020.


  • Affect
  • Creativity
  • Drifting
  • Ethnography
  • Management learning
  • Space
  • Straying
  • Walking
  • Witnessing

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